ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate. 3a- Describing events and the effect they have on the climate (ex El Nino, deforestation, glacier melting, and increase in greenhouse gases).
Context of Lesson:
This lesson will be used to help give the kids some base knowledge on what Global Warming is. The students should already be able to give a brief definition of what Global Warming consist of by what they have learned in early grades as well as what they have heard in the news. In this lesson the teacher will be breaking the students up into groups and handing out one of the 5 articles on Global warming to each of the groups. The students will have 20 minutes to read through the article and take notes in the note sheet provided. After the students take notes on the article they will be dividing amongst them what they will be saying in front of the class because the students will be giving a 3-5 minute presentation on what their article was about. This lesson is being used to give the students some background knowledge on Global warming because for a later project the are going to have to create a 2-3 page essay describing Global warming, and possible solutions which they think will work for solving this environmental problem. Also it is going to get the students use to being in front of the class giving presentations, because for their project they will have to have a visual aid and will be in front of the class presenting their ideas.
Opportunities to Learn:
Depth of Knowledge
DOK Level 3 Strategic Thinking - The students will be researching and explaining a scientific topic.
Prerequisite Knowledge
The students should be familiar with the existence of global warming, but they may not necessarily know what it is. They have probably touched base on this topic in earlier science classes or heard the topic of global warming mentioned by their parents or on the news, but most 8th grade students do not know a great deal about this topic.
Plans for Differentiating Instruction
Advanced Student- The advanced student will be allowed to take charge during the original note taking activity on the article. The student will be able to decipher what the main point are about the article that the lower student may not be able to understand. This student will also have a deeper vocabulary which will allow him to understand the article better and help teach what it is about to the rest of his or her group. This assignment will allow the advanced student to act as a teacher. Lower Level Student- This student may struggle with the article since the articles are from the New York Times, but this students will be surrounded by his or her peers who will be helping them through the article. A lower level student may be in charge of writing down the note sheet of main points that the other students are grasping out of the article. This student may also want to take a lead role during the presentation by reading some of the points to the class.
Accommodations and modifications
If a students has problems with dyslexia or is just at a lower level of reading then they will be able to reference the other students in their group. If multiple students have capabilities that are vastly different from the rest of the class then the teacher can find a lower level article about global warming online and break that particular class up into homogeneous grouping this way these students will have a fair shot at deciphering a scientific article like the rest of the class.
Environmental factors
The students will be in groups of 5 reading their articles and taking notes together on the key points. Then the students will be in the front of the class presenting for the last 25 minutes of class.
For the students to be able to describe what Global warming is, and how it effects the world around us based on their article and note sheet.
For students to get some base research done which they will be able to work off of when they are doing their Global warming projects.
For the students to get use to being in front of the class and giving a live presentation, because this is what they will be doing for their Global warming project.
Instruction:
Opening:
To open the class the teacher will be asking the students to express their knowledge on Global warming. The teacher will be leading the discussion with simple questions such as "what is Global warming??" and "what effect do you think Global warming can have on the earth?"
This process is just to gage how much the students know about Global warming, also it is being used to let the students know what the topic of the day is.
The teacher will then break the students off into groups of 5, and have the students arrange the desks so that they are in groups. Then the teacher will pass out articles to each of the groups. Each group will get 1 of the 5 articles, and each student will get a copy of that article.
Engagement:
When the students are broken off into groups they will each read their own article to themselves. As the students are reading the article they will be in charge of highlighting or underlining any important points that they encounter.
After all students are done reading through their article in their group, they will talk about the article and discuss which key points they wish to put on their note sheet.
The students will then construct a final note sheet in their notebooks for the group and divey up what each student is going to say in front of the class during the presentation.
The teacher will then pass out a note sheet which will contain a spot for all 5 groups on it. Each student will receive one of these note sheets and will be writing down what they have learned from the other students presentations on it, as well as 3 notes on their own presentation.
Each group of students will get in front of the class and present their knowledge to the rest of the class. As each group is presenting the students will be in charge of writing down a few notes, on the sheet provided, about material that they learned from each presentation. This note sheet will be collected to be sure that the students have participated in the class. Each group will have 3 to 5 minutes to present their knowledge to the class, and it is important that each of the students speak during the presentation. All students must get use to speaking in front of the class because this will be important part of their development as students.
Closure:
To close out this lesson the teacher will be stating some of the key notes which they took throughout the presentation. The teacher will then collect all of the note sheets which the students took on their own throughout the presentations.
The teacher will close out the lesson by letting the students know that they will be doing a very important project on Global warming and that details on the project will be coming soon.
The teacher can then ask the students if they feel that they now know some key concepts of global warming, and reflect if after doing this article jigsaw if they now can give effects global warming can have on the Earth.
Assessment:
The students will be assessed based on their note sheets and their participation during the presentation.
Overall, a very nice lesson. Curious why you decided on 1/2 jigsaw instead of full jigsaw. To give students public speaking experience? What if they are too shy?
Lesson Plan
Link to The Changing Earth Unit
Next Lesson
Lesson Title: Global Warming Articles
State Standards:
ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.3a- Describing events and the effect they have on the climate (ex El Nino, deforestation, glacier melting, and increase in greenhouse gases).
Context of Lesson:
This lesson will be used to help give the kids some base knowledge on what Global Warming is. The students should already be able to give a brief definition of what Global Warming consist of by what they have learned in early grades as well as what they have heard in the news. In this lesson the teacher will be breaking the students up into groups and handing out one of the 5 articles on Global warming to each of the groups. The students will have 20 minutes to read through the article and take notes in the note sheet provided. After the students take notes on the article they will be dividing amongst them what they will be saying in front of the class because the students will be giving a 3-5 minute presentation on what their article was about. This lesson is being used to give the students some background knowledge on Global warming because for a later project the are going to have to create a 2-3 page essay describing Global warming, and possible solutions which they think will work for solving this environmental problem. Also it is going to get the students use to being in front of the class giving presentations, because for their project they will have to have a visual aid and will be in front of the class presenting their ideas.Opportunities to Learn:
Depth of Knowledge
DOK Level 3 Strategic Thinking - The students will be researching and explaining a scientific topic.Prerequisite Knowledge
The students should be familiar with the existence of global warming, but they may not necessarily know what it is. They have probably touched base on this topic in earlier science classes or heard the topic of global warming mentioned by their parents or on the news, but most 8th grade students do not know a great deal about this topic.Plans for Differentiating Instruction
Advanced Student- The advanced student will be allowed to take charge during the original note taking activity on the article. The student will be able to decipher what the main point are about the article that the lower student may not be able to understand. This student will also have a deeper vocabulary which will allow him to understand the article better and help teach what it is about to the rest of his or her group. This assignment will allow the advanced student to act as a teacher.Lower Level Student- This student may struggle with the article since the articles are from the New York Times, but this students will be surrounded by his or her peers who will be helping them through the article. A lower level student may be in charge of writing down the note sheet of main points that the other students are grasping out of the article. This student may also want to take a lead role during the presentation by reading some of the points to the class.
Accommodations and modifications
If a students has problems with dyslexia or is just at a lower level of reading then they will be able to reference the other students in their group. If multiple students have capabilities that are vastly different from the rest of the class then the teacher can find a lower level article about global warming online and break that particular class up into homogeneous grouping this way these students will have a fair shot at deciphering a scientific article like the rest of the class.Environmental factors
The students will be in groups of 5 reading their articles and taking notes together on the key points. Then the students will be in the front of the class presenting for the last 25 minutes of class.Materials
5 global warming articles (GW article 1 , GW article 2 , GW article 3 , GW article 4 , GW article 5 ), Note sheetHow many of each article will you need? Do students "highlight" their copy of the article?
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Overall, a very nice lesson. Curious why you decided on 1/2 jigsaw instead of full jigsaw. To give students public speaking experience? What if they are too shy?
Reflections
(only done after lesson is enacted)